Building: Responsible: CALHOUN CUSD #40 COMPLETE FRAMEWORK FOR SCHOOL NURSE Directions: Evaluators and nurses may use the Complete Framework as a reference, to better understand the actions associated with performance level and when making summative decisions. The Observation Rubric should be used during any formal or informal observation or any conference. Date of Evaluation Use component ratings to establish domain ratings. To tabulate component ratings into four domain ratings, evaluators will use the following operating principles as established by the evaluation committee. Excellent: Excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than Proficient. Proficient: No more than two components within that domain rated Needs Improvement, with the remaining components rated at Proficient or higher. Needs Improvement: At least half of all components within that domain rated Needs Improvement, with no more than one Unsatisfactory. Unsatisfactory: Two components within that domain rated as Unsatisfactory Goal 1 Goal 2 Goal 3 Goal 4 DOMAIN 1: Planning and Preparation 1a: Nurse does not utilize Nurse demonstrates Nurse demonstrates Nurse demonstrates Demonstrating the nursing process basic understanding of understanding of the deep and thorough understanding and when assessing needs the nursing process utilization of the understanding of the utilization of the of student/staff. and nursing nursing process and nursing process and nursing process and Demonstrates little or techniques. nursing techniques. nursing techniques. skill in nursing no knowledge of techniques nursing techniques. 1b: Nurse displays little or Nurse displays partial Nurse displays In addition to accurate Demonstrating no knowledge of child knowledge of child and accurate knowledge of the knowledge of child and and adolescent adolescent understanding of the typical developmental adolescent development. Does not development. Building typical developmental characteristics of the development and the develop building health health concerns list characteristics of the age group and individual and diverse concerns list. developed, but not age group, as well as exceptions to the health needs in the used to benefit student exceptions to the general patterns, nurse school setting. development or general patterns. displays knowledge of Develops and use progress. Building health the extent to which building health concerns list individual students concerns list. developed in timely follow the general manner and utilized to patterns. Building benefit students. health concerns list developed, utilized to benefit students, shared with appropriate staff, and used in relationship to -- DRAFT -- Page 1 of 5
student developmental growth and progress. 1c: Nurse has no clear Nurse's goals for the Nurse's goals for the Nurse's goals for the Establishing goals for goals for the nursing nursing program or nursing program or nursing program or the nursing program program or assigned assigned building are assigned building are assigned building are appropriate to the building, or they are rudimentary and are clear and appropriate highly appropriate to setting and the inappropriate to either partially suitable to the to the situation in the the situation in the students served the situation or the age situation and the age of school and to the age school and to the age of the students. the students. of the students. of the students and have been developed following consultations wit students, parents, teachers, and administrators. 1d: Nurse demonstrates Nurse displays Nurse displays Nurse's knowledge of Demonstrating little or no knowledge awareness of awareness of governmental knowledge of of governmental governmental governmental regulations and government, regulations and regulations and regulations and resources for students community, and district resources for students resources for students resources for students is extensive, including regulations and available through the available through the available through the those available through resources school or district. school or district, but school or district and the school or district no knowledge of some familiarity with and in the community resources available resources external to and uses this more broadly. the school. information in needs assessments. 1e: Nursing program Nurse's plan has a Nurse has developed a Nurse's plan is highly Planning the nursing consists of a random guiding principle and plan that includes the coherent and serves to program for both collection of unrelated includes a number of important aspects of support not only the individuals and groups activities, lacking worthwhile activities, work in the setting. students individually of students, integrated coherence or an but some of them don't and in groups but also with the regular school overall structure. fit with the broader the broader program. Designs goals. educational program. individual plans (504, IEP, HCP) and assesses effectiveness of interventions. 1f: Nurse has no plan to Nurse has a Nurse's plan to Nurse's evaluation plan Developing a plan to evaluate the program rudimentary plan to evaluate the program is highly sophisticated, evaluate the nursing or resists suggestions evaluate the nursing is organized around with imaginative program (504, IEP, that such an evaluation program. clear goals and the sources of evidence HCP, review of nursing is important. collection of evidence and a clear path procedures) to indicate the degree toward improving the to which the goals program on an ongoing have been met. basis. Average Domain 1 Rating: Average Domain 1 Score: DOMAIN 2: The Environment 2a: Nurse's interactions Nurse's interactions Nurse's interaction with Students/families/staff/ Creating an with at least some with students/families/ students/families/staff/ administration seek out environment of respect students/families/staff/ staff/administration are administration are the nurse, reflecting a and rapport with administration are a mix of positive and positive and respectful. high degree of comfort student/families/staff/ negative or negative. and trust in the administration inappropriate. relationship. -- DRAFT -- Page 2 of 5
2b: Nurse makes no Nurse's attempts to Nurse promotes culture The culture in the Establishing a culture attempt to establish a promote a culture throughout the school school for health and for health and wellness culture for health and throughout the school for health and wellness, while guided wellness in the school for health and wellness wellness. by the nurse, is as a whole, or among are partially successful. maintained by both students/staff/ teachers and students. administration. 2c: Nurse's procedures for Nurse has rudimentary Nurse's procedures for Nurse's procedures for Following health the nursing office are and partially successful the nursing office are the nursing office are protocols and nonexistent. procedures for the effective. seamless, anticipating procedures nursing office. unexpected situations. 2d: Nurse's office is in Nurse's attempts to Nurse's office is well Nurse's office is Organizing physical disarray or is create a well-organized organized and is efficiently organized space inappropriate to the physical environment appropriate to the and is highly planned activities. are partially successful. planned activities. appropriate to the Medications are not Medications are stored Medications are planned activities. properly stored. properly but are difficult properly labeled, Medications are to find. stored, and well- properly labeled, organized. stored and well organized. Average Domain 2 Rating: Average Domain 2 Score: DOMAIN 3: Delivery of Service 3a: Nurse does not assess Nurse's assessment of Nurse assess student Nurse conducts Assessing student student needs, or the student needs are needs and knows the detailed and needs assessments result in perfunctory. range of student needs individualized inaccurate conclusions. in the school. assessment of student needs to contribute to program planning. 3b: Medications are Medications are Medications are Medications are Administering administered with no administered by administered by administered by medications to regard to state or designated individuals, designated individuals, designated individuals, students district policies. but signed release and signed release and signed release forms are not forms are conveniently forms are conveniently conveniently stored. stored and available stored. Medications are when needed. correctly labeled and safely stored/ contained. Students take an active role in medication compliance. 3c: Nurse's work with Nurse's efforts to Nurse's classroom Nurse's classroom Promoting wellness students in classes fail promote wellness presentations result in presentations for through classes or to promote wellness. through classroom students acquiring the wellness are effective, classroom presentations are knowledge and and students assume presentations/ partially effective. attitudes that help them an active role in the mandated staff adopt a healthy school in promoting a presentations lifestyle. Mandated healthy lifestyle. staff presentations are Mandated staff completed. presentations are completed and effective. Mandated staff presentations are -- DRAFT -- Page 3 of 5
documented for state reference. 3d: Nurse has no Nurse's plan for Nurse's plan for Nurse's plan for Managing emergent contingency plans for emergent situations emergent situations emergent situations and non-emergent emergent situations. Is have been developed have been developed have been developed situations not aware of building for the most frequently for many situations. for many situations. crisis plan. occurring situations but Follows building crisis Students and teachers not others. is aware of plan. building crisis plan. have learned their responsibilities in case of an emergent situation. Follows building crisis plan. Assists in development of the crisis plan. 3e: Nurse adheres to the Nurse makes modest Nurse makes revisions Nurse is continually Demonstrating plan or program, in changes in the nursing in the nursing program seeking ways to flexibility and spite of evident of its program when when they are needed. improve the nursing responsiveness inadequacy. confronted with program and makes evidence of the need for change. changes as needed in response to student, parent, or teacher input. 3f: Nurse declines to Nurse collaborates with Nurse initiates Nurse initiates Collaborating with collaborate with classroom teachers in collaboration with collaboration with teachers to develop classroom teachers to developing classroom teachers in classroom teachers in specialized educational develop specialized instructional lessons developing developing programs and services educational programs. and units when instructional lessons instructional lessons for students with specifically asked to do and units. and units, locating diverse medical needs so. additional resources outside of school. Average Domain 3 Rating: Average Domain 3 Score: DOMAIN 4: Professional Responsibilities 4a: Nurse does not reflect Nurse's reflections on Nurse's reflections Nurse's reflection is Reflecting on practice on practice, or the practice is moderately provides an accurate highly accurate and reflections are accurate and objective and objective perceptive, citing inaccurate or self- without citing specific description of practice, specific examples. serving. examples and with only citing specific positive Nurse draws on an global suggestions as and negative extensive repertoire to to how it might be characteristics. Nurse suggest alternative improved. makes some specific strategies. suggestions as to how the nursing program might be improved. 4b: Nurse's reports, Nurse's reports, Nurse's reports, Nurse's approach to Maintaining health records, and records, and records, and record keeping is records in accordance documentation are documentation are documentation are highly systemic and with policy and missing, late, or generally accurate and accurate and are efficient and serves as submitting reports in a inaccurate, resulting in occasionally late. submitted in a timely a model for colleagues timely manner confusion. manner. across the school. -- DRAFT -- Page 4 of 5
4c: Nurse provides no Nurse provides limited Nurse provides Nurse is proactive in Communicating with information to families, though accurate thorough and accurate providing information to families either about the information to families information to families families about the nursing program as a about the nursing about the nursing nursing program and whole or about program as a whole program as a while and about individual individual students. and about individual about individual students through a students. students. variety of means. 4d: Nurse's relationship Nurse's relationships Nurse participates Nurse makes Participating in a with colleagues are with colleagues are actively in school and substantial contribution professional negative or self- cordial, and nurse district events and to school and district community serving, and nurse participates in school projects and maintains events and projects avoids being involved and district events and positive and productive and assumes in school and district projects when relationships with leadership role with events and projects. specifically requested colleagues. colleagues. to do so. 4e: Nurse does not Nurse's participation in Nurse seeks out Nurse actively pursues Engaging in participate in professional opportunities for professional professional professional development activities professional development development development activities, is limited to those that development based on opportunities and even when such are convenient or are an individual makes a substantial activities are clearly required. assessment of need. contribution to the needed for the profession through development of nursing skills. such activities as offering workshops to colleagues. 4f: Nurse displays Nurse is honest in Nurse displays high Nurse can be counted Showing dishonesty with interactions with standards of honesty, on to hold the highest professionalism colleagues, students, colleagues, students, integrity, and standards of honesty, and the public; violates and the public; does confidentiality in integrity, and principles of not violate interactions with confidentiality and to confidentiality. confidentiality. colleagues, students, advocate for students, and the public; taking a leadership role advocates for students with colleagues and when needed. team decision making. Average Domain 4 Rating: Average Domain 4 Score: Overall Average Rating: Overall Average Score: -- DRAFT -- Page 5 of 5